5 TONI-3: Test of Nonverbal Intelligence - Third Edition (8465) Vår Pris: NOK 4480 ORDERING OPTIONS: TONI-3 Examiner's Manual NOK 1200 TONI-3 Form A Answer Booklet and Record Forms (50) NOK 740 TONI-3 Form B Answer Booklet and Record Forms (50) NOK 740 TONI-3 Picture Book NOK 1950 OTHER RESOURCES BY Linda Brown * Rita Sherbenou * Susan Johnsen Ages: 6-0 through Testing Time: minutes Administration: Individual The TONI-3, a major revision of the popular and well-built Test of Nonverbal Intelligence, is a normreferenced measure of intelligence, aptitude, abstract reasoning, and problem solving that is completely free of the use of language. The test requires no reading, writing, speaking, or listening on the part of the test subject. It is completely nonverbal and largely motor-free, requiring only a point, nod, or symbolic gesture to indicate response choices. This unique language-free format makes the TONI-3 ideal for evaluating subjects who have previously been difficult to test with any degree of confidence or precision. It is particularly well suited for individuals who are known or believed to have disorders of communication or thinking such as aphasia, dyslexia, language disabilities, learning disabilities, speech problems, specific academic deficits, and similar conditions that may be the result of mental retardation, deafness, developmental disabilities, autism, cerebral palsy, stroke, disease, head injury, or other neurological impairment. The format also accommodates the needs of subjects who do not read or write English well, due to disability or lack of exposure to the English language and U.S. culture. The abstract/figural content of the test items ensures that each item presents a novel problem. There are no words, numbers, or familiar pictures or symbols in the TONI-3 items. This feature, in combination with the elimination of language, reduces the cultural loading of the test due to instruction, training, or prior information or exposure. The drawings in the TONI3 Picture Book have been improved substantially in this revision. They were reproduced through the most current computer-assisted design technology. Because the TONI-3 has two equivalent forms, it fills a niche in situations that depend upon pre-and posttesting. Reevaluations in school programs usually have this requirement, as do evaluations of program effectiveness, pupil or patient progress, treatment efficacy, and some types of controlled research. Not only is the TONI-3 a versatile instrument by virtue of its language-free, motor-reduced, and culturereduced format; its novel abstract-figural content; its wide age range, and its equivalent forms, it is also a psychometrically superior test. The manual details research conducted by the authors and by independent researchers over almost 20 years that document the technical quality of the test s and its predececcors norms, reliability, and validity. Each form of the TONI-3 contains 50 items arranged in easy to difficult order. Raw scores are converted to percentile ranks and to deviation quotients with a mean of 100 and a standard deviation of 15 points. To maintain the language-free format, instructions are pantomimed and responses are conveyed by pointing or making some other meaningful gesture. The TONI-3 was normed on a large sample of over 3,000 subjects tested in 1995 and 1996 whose demographic characteristics match those of the United States according to the 1990 census. The normative group was stratified on the basis of age, gender, race, ethnic group membership, geographic location and community size, principal language spoken in the home, and socioeconomic status as indicated by educational attainment and family income. The potential bias on the basis of these variables was studied and found to be insignificant. Not only was bias studied at the test level, individual item bias was examined by comparing item difficulty across subgroups based on these demographic variables and by determining item curve characteristics, which are considered to be one of the most direct and sensitive methods for detecting biased items.toni-3 users have the benefit of almost 20 years of research establishing the test s reliability and validity. Extensive research is reported in the manual, including the authors own research and all published research conducted by independent investigators since the test was first published in The body of reliability research that is reported analyzes the TONI-3 s content reliability and its reliability over time. Exhaustive validity data are reported as well, documenting the test s relationship to other measures of intelligence, its relationship to measures of achievement and personality, its efficiency in discriminating groups appropriately, its factor structure, and other important estimates of test validity for samples of children, adolescents, and adults.the TONI-3 s reliability and validity were studied with subjects believed

6 to be intellectually normal and also with samples of individuals who present a variety of cognitive, linguistic, and sensory exceptionalities, including those who are intellectually gifted or challenged; individuals residing both in the United States and in foreign countries who do not speak English or who have limited English proficiency; and those with diagnosed disabilities and medical conditions including deafness, specific learning disabilities, aphasia, dyslexia, closed head injury, Alzheimer s disease and specific memory disorders, stroke, and anoxia following myocardial infarct. The TONI-3 has a unique set of characteristics It meets the highest psychometric standards for norms, reliability, and validity. It is language free, requiring no reading, writing, or listening. It is culturally reduced, utilizing novel abstract/figural content. It is motor reduced, with only a meaningful gesture required in response. It is quick to score, requiring less than 15 minutes to administer and score. It is appropriate for use with children, adolescents, and older adults ages 6 through 89 years. It has two equivalent forms suitable for testretest and pre- and posttesting situations. The plates in the Picture Book are clear and distinct and the Picture Book itself is durable and easy to manipulate. The test manual provides detailed directions for administering, scoring, and interpreting the test. A 20- year body of reliability and validity research is cited and summarized in the test manual. Complete TONI-3 Kit includes: Examiner s Manual, Picture Book, 50 Form A Answer Booklet and Record Forms, and 50 Form B Answer Booklet and Record Forms, all in a sturdy storage box. (1997) DAP:IQ: Draw-A-Person Intellectual Ability Test (10695) Vår Pris: NOK1610 ORDERING OPTIONS: DAP:IQ Administration/Scoring Forms (50) NOK 650 DAP:IQ Drawing Forms (pad of 50) NOK 410 DAP:IQ Examiner's Manual NOK 740 For Children, Adolescents, and Adults Ages: 4-0 through Testing Time: minutes Administration: Individual or Group The Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP:IQ) provides a common set of scoring criteria to estimate intellectual ability from a human figure drawing. Until now, measurement of cognitive ability by scoring drawings of human figures focused mainly on children and adolescents. The DAP:IQ applies this form of evaluation to adults as well, allowing for a more direct, continuous measurement of a common construct across the age range. The DAP:IQ improves the practice of evaluating human figure drawings (HFDs) as a measurement of cognitive ability by scoring elements representative of universal features of the human figure. The collection of a HFD is easily standardized with a set of simple, easily understood instructions, and requires a very short period of time. This flexible assessment is for use by psychologists, school counselors, and professionals working with special-needs populations. The DAP:IQ allows you to derive reliable, quantitative ability estimates by using the largest single collection of normative data on this task ever gathered. Psychometric data, including normative reference data, are provided for ages 4 years to 89 years and are based on a total sample of 3,090 individuals across the United States. The validity and utility of this test lie in the scoring system¹s emphasis of concepts over artistic skill and motor coordination. Features of the DAP:IQ Standardized instructions for the task are easy to derive Standardized scoring systems emphasize conceptual aspects of drawings, not artistic quality Drawings collected in a rapid, efficient manner Few people are hesitant to do the drawing once they are assured that the artistic quality is not being evaluated Drawings can be obtained in even the most challenging of clinical situations (such as the assessment of autistic or severely hyperactive children, non-reading or non-english speaking clients) Scoring criteria have less cultural specificity than most intelligence tests, verbal or nonverbal (culture-reduced) All you need to give and score of the DAP:IQ is the test manual, the Administration/Scoring Form, and a sharpened pencil. COMPLETE DAP:IQ KIT INCLUDES: Examiner's Manual, 50 Administration/Scoring Forms, and 50 Drawing Forms, all in a sturdy storage box. (2004)

7 Attention-Deficit/Hyperactivity Disorder Test (ADHDT) (6880) Vår pris: NOK 1800 Ages: 2 through 23 Testing Time: 5 to 10 minutes Administration: Individual The Attention-Deficit/Hyperactivity Disorder Test (ADHDT) is an effective instrument for identifying and evaluating attention-deficit disorders in persons ages 3 to 23. Designed for use in schools and clinics, the test is easily completed by teachers, parents, and others who are knowledgeable about the referred individual. Based on the diagnostic criteria for Attention-Deficit/Hyperactivity Disorder of the DSMIV, the ADHDT contains 36 items that describe characteristic behaviors of persons with Attention- Deficit/Hyperactivity Disorder. These items comprise three subtests representing the core symptoms necessary for the diagnosis of ADHD: hyperactivity, impulsivity, and inattention. The test is useful for screening and clinical assessment in schools, clinics, and private practices and also can be used for evaluating treatment strategies and in research projects. Normed in 1993 and 1994 on a representative national sample of more than 1,200 persons who were diagnosed with attention-deficit disorders, these results constitute the most current norms available. Demographics of the standardization sample are reported in the manual by age, gender, geographic location, race, ethnicity, and socioeconomic status. Separate norms are available for males and females. Studies of internal consistency and testretest reliability produced high (.90+) coefficients. Additional studies confirmed the test s content, construct, and criterion-related validity. Concurrent validity was established by correlating the ADHDT with other tests including the Conners Rating Scales, the Attention Deficit Disorders Evaluation Scale, and the ADD-H Comprehensive Teacher s Rating Scale. The results of these studies attest to the ADHDT s utility and effectiveness in the evaluation of ADHD. Extensive evidence of the statistical properties of the test is reported in the test manual. Complete ADHDT Kit includes: Examiner s Manual and 50 Summary/Response Forms, all in a sturdy storage box. (1995) ORDERING OPTIONS: ADHDT Examiner's Manual NOK ADHDT Summary/Response Forms (50) NOK ********************************************** PEP 3: Psychoeducational Profile Third Edition (11985) Vår pris 5500 NOK Complete Kit Ages: 6 months through 7 years Testing Time: 45 minutes to 1.5 hours Administration: Individual The PEP 3 is a revision of the popular instrument that has been used for more than 20 years to assess the skills and behaviors of children with autism and communicative disabilities who function between the ages of 6 months to 7 years. The profile resulting from the PEP 3 graphically charts uneven and idiosyncratic development, emerging skills, and autistic behavioral characteristics. This test meets the need for an assessment tool to assist in the educational programming for young children (ages 3 through 5) with disabilities and is particularly useful in planning for older students' Individualized Education Programs (IEPs).

8 The PEP 3 now includes a Caregiver Report. This report utilizes parent input and is completed prior to the administration of the assessment. The form asks the parent or caregiver to estimate the child's developmental level compared with typical children. This form has been shown to help orient teachers to a student's developmental inconsistencies. The PEP 3 has included additional data that identify special learning strengths and teachable skills. Also, the third edition is improved by offering normative data both from a group of children in the autism spectrum as well as from a comparison group of children without autism. It is the only test to date that provides data for within-group comparison to children in the autism spectrum. Improvements to the PEP 3: 1. The function domains have been revised to reflect current research and clinical concerns, especially in the area of social and communication functions. 2. All of the toys and materials needed to administer the test (except food, drink, and a light switch) are now included with the test. 3. New items and subtests have been added; obsolete ones were deleted. 4. Normative data were collected from 2002 to 2003, with large national samples of children in the autism spectrum and of typical children ranging from 2 to 71/2 years of age. These are the first normative data provided for comparison of a child's PEP results with children of either comparison group. 5. Reliability coefficients have been computed by age for subgroups within the normative sample (i.e., males, females, white, black, and Hispanic Americans.) 6. Validity evidence is provided for children in the autism spectrum for all areas measured by the test. 7. The scoring has been quantified as 0, 1, and 2; and each score is clearly defined, making statistical comparisons more accurate. At the same time, the flexibility of the previous system, using pass, emerge, and fail, has been maintained. 8. A Caregiver Report has been added which includes Current Developmental Levels, Diagnostic Categories and Degree of Problem, and three subtests: Problem Behaviors; Personal Self-Care, and Adaptive Behavior. The Caregiver Report provides teachers and other professionals with information needed for a more thorough and complete planning for each child. COMPLETE PEP-3 KIT INCLUDES: Manual, Guide to Item Administration, Picture Book, 10 Examiner Scoring/Summary Booklets, 10 Response Booklets, 10 Caregiver Report Forms, and an Object Kit, all in a sturdy storage box. ( 2005) ****************************** GADS: Gilliam Asperger Disorder Scale (9460) Vår pris: NOK 1750 Ages: 3-0 through 22-0 Testing Time: 5 to 10 minutes Administration: Individual The Gilliam Asperger Disorder Scale is a norm referenced test designed to evaluate children with unique behavioral problems who may have Asperger's Disorder. Based on the most current and relevant definitions and diagnostic criteria of Asperger's Disorder, the GADS is useful for contributing valuable information toward the identification of children who have this disorder. Easily completed by a parent and professional who knows the child, the GADS provides documentation about the essential behavior characteristics of Asperger's Disorder necessary for diagnosis. It can be used with confidence in the assessment process, documenting behavioral progress, targeting goals for IEPs, and for research purposes. The validity of the GADS was demonstrated by (a) confirming that the items of the test are directly related to the definitions of Asperger's Disorder; (b) the subscales are strongly related to each other and the overall diagnosis of Asperger's Disorder; and (c) the GADS scores discriminate persons with Asperger's Disorder from persons with autism and other behavioral disorders. It is the only test of it's kind with this type of discriminative ability. The GADS has the following characteristics: Thirty-two clearly stated items divided into four subscales describe specific, observable, and measurable behaviors. Eight additional items are included for parents to contribute data about their child's development during the first 3 years of life.

9 Items are based on the most current definitions of Asperger's Disorder. The test was normed on 371 representative subjects with Asperger's Disorder from 27 states, the District of Columbia, Canada, and Australia. The scale can be completed by parents and professionals at school and home. Both validity and reliability of the instrument clearly support its stated purposes. Behaviors are rated using objective, frequency-based ratings. The scale is easily completed by teachers, parents, and others who have knowledge of the subject's behavior or the greatest opportunity to observe him or her. Standard scores and percentiles are provided. A table is provided for determining the likelihood that a subject has Asperger's Disorder. A list of books, journals, media, Internet sites, and organizations concerned about Asperger's Disorder are provided to give teachers, parents, and others information about Asperger's Disorder. Complete GADS Kit Includes: Examiner's Manual and 25 Summary/Response Forms, all in a sturdy storage box. ( 2001) ********************************* TEMA-3: Test of Early Mathematics Ability - Third Edition (10880) Vår pris: NOK 3780 Ages: 3-0 through 8-11 Testing Time: 40 minutes Administration: Individual The TEMA-3 measures the mathematics performance of children between the ages of 3-0 and 8-11 and is also useful with older children who have learning problems in mathematics. It can be used as a norm-referenced measure or as a diagnostic instrument to determine specific strengths and weaknesses. Thus, the test can be used to measure progress, evaluate programs, screen for readiness, discover the bases for poor school performance in mathematics, identify gifted students, and guide instruction and remediation. The test measures informal and formal (school-taught) concepts and skills in the following domains: numbering skills, number-comparison facility, numeral literacy, mastery of number facts, calculation skills, and understanding of concepts. It has two parallel forms, each containing 72 items. The all new standardization sample is composed of 1,219 children. The characteristics of the sample approximate those in the 2001 U.S. Census. Test results are reported as standard scores, percentile ranks, and age and grade equivalents. Internal consistency reliabilities are all above.92; immediate and delayed alternative form reliabilities are in the.80s and.90s. In addition, many validity studies are described. Also provided is a book of remedial techniques (Assessment Probes and Instructional Activities) for improving skills in the areas assessed by the test. Numerous teaching tasks for skills covered by each TEMA-3 item are included. After giving the test, the examiner decides which items need additional assessment information and uses the book to help the student improve his or her mathematical skills. Several important improvements were made in the TEMA-3. First, a linear equating procedure is used to adjust scores on the two test forms to allow the examiner to use scores on Form A and B interchangeably. Second, bias studies are now included that show the absence of bias based on gender and ethnicity. Finally, the pictures of animals and money in the Picture Book are now in color to make them more appealing and more realistic in appearance. You can use the TEMA-3 in a variety of settings, such as preschools, elementary schools, and clinics. The two forms of the test allow you to study a child's mathematics progress over time. COMPLETE TEMA-3 KIT INCLUDES: Examiner's Manual, Picture Book Form A, Picture Book Form B, 25 Examiner Record Booklets Form A, 25 Examiner Record Booklets Form B, 25 Worksheets Form A, 25 Worksheets Form B, Assessment Probes, 5" x 8" cards, 25 blocks, 25 tokens, and a mesh bag, all in a sturdy storage box. (2003) ORDERING OPTIONS:

10 TEMA-3 Assessment Probes NOK 460 TEMA-3 Examiner Record Booklets Form A (25) NOK 330 TEMA-3 Examiner Record Booklets Form B (25) NOK 330 TEMA-3 Examiner's Manual NOK 640 TEMA-3 Objects Kit NOK 400 TEMA-3 Picture Book Form A NOK 680 TEMA-3 Picture Book Form B NOK 680 TEMA-3 Worksheets Form A (pad of 25) NOK 250 ***************************************** CMAT: Comprehensive Mathematical Abilities Test (10405) Vår pris: NOK 4640 ORDERING OPTIONS: CMAT Examiner's Manual NOK1460 CMAT Picture Book NOK 1230 CMAT Print & Software Combo Kit NOK 6240 CMAT Profile/Examiner Record Booklet NOK 650 CMAT Software Kit, Version 1.23 NOK 1760 CMAT Student Response Booklet I NOK 760 Age: 7-0 to Testing Time: 30 minutes to 2 hours Administration: Individual Based on actual materials used to teach math in schools and on state and local curriculum guides, the CMAT represents a major advance in the accurate assessment of the mathematics taught in today's schools. All items reflect real world problems using up-to-date, current information and scenarios. Use as few as 2 subtests or as many as 12 depending on your purpose for testing. CMAT Subtests The CMAT has six Core Subtests (Addition; Subtraction; Multiplication; Division; Problem Solving; and Charts. Tabls, and Graphs) and six Supplemental Subtests (Algebra; Geometry; Rational Numbers; Time; Money; and Measurement). For most testing purposes, you will only want to give the core subtests, which can be administered in about 40 minutes. The Supplemental Subtests are used in those relatively few instances where information about higher-level mathematics ability is needed. CMAT Composites The CMAT has both Core and Supplemental Composites. Core Composites Basic Calculations Subtests that comprise this composite are Addition, Subtraction, Multiplication, and Division. It measures basic calculations. Mathematical Reasoning The Problem Solving and Charts, Tables and Graphs subtests make up this composite. It measures mathematical reasoning. General Mathematics This composite is formed by combining the six core subtests. Supplemental Composites Advanced Calculations The subtests in this composite (Rational Numbers, Algebra, and Geometry) are usually given to middle school or older students who are showing poor achievement or to advanced students. Practical Applications This composite measures the ability to solve problems related to time concepts (Time), the use of money (Money), and aspects of measurement (Measurement). Overall Mathematic Abilities The results of all twelve CMAT subtests all combine to form this composite. Statistical Characteristics of the CMAT Finally, examiners have a psychometrically sound, content oriented, clear alternative to existing tests of mathematical abilities. All subtests and composites are based on familiar metrics. The subtests have a mean of 10 and a standard deviation of 3; composites have a mean of 100 and a standard deviation of 15. This provides for extreme ease of use and comparability with other tests. Both age-based norms (age 7 through 18) and fall and spring grade-based norms (grade 3 through 12) are provided, giving the examiner flexibility in meeting state and local education agency guidelines. Reliability was determined using standard methods for estimating the internal consistency of the subtests and composites. Reliability estimates are uniformly high, with all composites and most subtest reliability values exceeding or rounding to.90. Coefficients for time sampling and interscorer reliability are also presented.

11 The CMAT manual provides clear evidence for validity. Strong evidence of content-description validity, criterion-prediction validity, and construct-identification validity is provided, including correlational research with individual and group mathematics tests, intelligence tests, and measures of academic ability. National Standardization and Sample Bias The CMAT was normed on a national sample of over 1600 students whose demographic characteristics match those of the United States according to the 2000 census report. The normative group was stratified on the basis of age, gender, race, ethnic group membership, geographic location, community size, and socioeconomic status (as indicated by educational attainment and family income). Potential item bias was studied using crucial DIF (differential item functioning) and found to be insignificant. Not only was bias studied at the test level, but individual item bias was examined by comparing item difficulty across demographic subgroups and by determining item curve characteristics, considered to be one of the most direct and sensitive methods for detecting biased items. Other Features Calculators are allowed for all subtests except Addition, Subtraction, Multiplication, and Division. The CMAT is easy to use and score. The CMAT reflects the National Council of Teachers of Mathematics 2000 Guidelines. The CMAT helps to identify students who are having difficulty as well as those students who are exceeding beyond expectations. COMPLETE CMAT KIT INCLUDES: Examiner's Manual, Picture Book, 25 Profile/Examiner Record Booklet, 25 Student Response Booklet I, 25 Student Response Booklet II, and Information Sheet, all in a sturdy storage box. ( 2002) ALSO AVAILABLE SEPARATELY CMAT Software Kit (#12772) CMAT Print & Software Combo Kit (#12771) **************************************** CFSEI 3: Culture Free Self-Esteem Inventories - Third Edition (10335) Vår pris: NOK CFSEI 3 Adolescent Profile/Scoring Forms (pad of 50) NOK 460 CFSEI 3 Adolescent Student Response Forms (pad of 50) NOK 460 CFSEI 3 Intermediate Profile/Scoring Forms (pad of 50) NOK 460 CFSEI 3 Intermediate Student Response Forms (pad of 50) NOK 460 CFSEI 3 Primary/Examiner Record Forms (pad of 50) NOK 460 This completely revised and updated test assesses self-esteem in a culturally fair manner. The CFSEI-3 is a set of self-report inventories used to determine the level of self-esteem in students ages 6-0 through Three new age-appropriate forms were developed: Primary, Intermediate, and Adolescent. All three forms of the inventory provide a Global Self-Esteem Quotient (GSEQ). The Intermediate and Adolescent Forms provide selfesteem scores in 4 areas: Academic, General, Parental/Home, and Social. The Adolescent Form provides an additional self-esteem score: Personal Self-Esteem. A defensive measure is also provided to assess the extent to which an examinee's responses are guarded. The CFSEI-3 is easy to administer and score. It can be administered to individuals or groups in 15 to 20 minutes each. Responses (simple yes-or-no answers) can be either written or spoken. New, easy-to-use Profile/Scoring Forms are now included. Conversion tables provide subscale standard scores based on a mean of 10 and a standard deviation of 3 and quotient scores based on a mean of 100 and a standard deviation of 15. The CFSEI-3 was standardized on a sample of 1,727 persons from 17 states. The normative group was stratified on the basis of geographic region, gender, race, rural or urban residence, ethnicity, family income, parent education, and disability. The demographic characteristics match those projected for the school-age population in the year 2000 by the U.S. Bureau of the Census (1999).

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